Aim
Structure: The purpose of this Active Break is to include activity within the structure of the lesson. Here, you are substituting a traditionally sedentary instructional practice (e.g., questioning), with an active version of the same practice.
Transition: The purpose of this Active Break is to allow intentional, task orientated movement as students transition between one learning task or phase of the lesson, to the next.
Description
At designated times, the teacher invites students to “stand and discuss what you’ve just learned with a partner”. Ensure students are aware that they are not to be seated during this time. Teachers may like to use this Active Break as a physically active opportunity for peer questioning and/or feedback, or to allow students the opportunity to consolidate their understanding of learning concepts before moving into the next phase of the learning.
PRACTICAL USE
This Active Break is intended to build physical activity into the instructional practice. The purpose and intent of the instructional practice remains the same, whilst the delivery becomes active.
This Active Break can also be used during the transitions within the lesson. This Transition Active Break is goal orientated and purposeful as it allows students to move from where they are in the learning/lesson, to where they need to be in the next phase of the learning/lesson. In this case, the Active Break aims to transition students from one phase of the lesson to another (e.g., from explicit instruction during the ‘I do’ phase, to collaborative learning during the ‘we do’ phase).
Equipment
- Pens and paper (optional)
Variations
1) Students are to tell their partner about one new thing they just learned or ask a question about something they did not quite understand.
Extension: Write one sentence about what your partner told you/what you learned.
2) Students are to walk to another table/part of the room. They should find a partner and test their partner by asking a question about something they just learned.
Extension: Write down a question to ask the teacher after the break.
3) Students are to be provided with three to five questions to discuss with their partner.
Extension: Students are to prepare three to five questions to discuss with their partner, as well as dot point answers/talking points.
All Abilities
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Sensorial
Teaching style
Rules and conditions of the task
- Consider providing students with alternative activities appropriate for their individual skills (e.g., raisings arms, seated bicycle legs).
- For students with vision impairment, assist them to move close to a partner for the discussion. If you would like students to discuss with a different student after some time, make sure that the students with vision impairment are matched with a new person.
- Consider providing students with alternatives to ‘discuss’. For example, students with hearing impairments could discuss by physical demonstrations, drawing on the board, or presenting a poster.
- Consider small group ‘discussions’ with varying communication abilities.
Equipment
- For students with a hearing impairment, you could also use visual aids, such as pointing to writing or an image on the board to indicate it’s time to stand and discuss.
- If students use a device to complete their schoolwork/communication, allow them to use this.
Environment
- Ensure that students with hearing difficulties have no obstructed view of the teacher if they are using visual cues in this activity.
- Ensure there is space between pairs/groups. This may help reduce distractions stemming from the surrounding discussions.
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Physical
Teaching style
- Provide a clear explanation of the task. You may suggest or prompt students with a physical impairment – who may not be able to stand – with an alternative way they can incorporate movement instead. For example, you may suggest that every student discusses with students who are not sitting next to them, so that they all need to move towards each other. This would also apply to wheelchair users.
Rules and conditions of the task
- If students become fatigued or experience discomfort while standing, they are allowed to sit back down and continue the activity.
- Some students may need a little more time to perform the physical aspects of the task. You can account for this by extending the duration of this activity.
Equipment
- This activity only needs pens and paper, so you should ensure students’ stationary is in an accessible location.
Environment
- Ensure that the environment is accessible without obstacles that may affect students using wheelchairs or walking frames to comfortably maneuverer.
- If you need additional space, consider moving the activity to a larger space to aid moving around). This may require additional planning to ensure the environment is safe for all students.
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Cognitive
Teaching style
- Make sure that the instruction provided is clear and succinct. You could provide a demonstration of what the stand and discuss activity entails, with the assistance of a student.
- Use verbal and/or visual prompts to help students stay focused. For example, if a student is sitting down while talking, you may use hand gestures to reinforce the request to stand up.
- If students are having trouble recounting what they have learned, you may provide some prompts to the whole class about a lesson you have completed earlier.
Rules and conditions of the task
- Keep the learning task simple. You may consider leaving out the extensions of students recording their data. The first time conducting this activity could simply focus on the physical and social aspects.
- If you are asking students to write down what they heard from their partner, allow enough time for students to do this and provide some examples of what they could be noting down on paper. If they cannot write they could record an audio message or simply report to the class or directly to the teacher.
Equipment
- If students use a device to complete their schoolwork / communication, allow them to use this.
- Ensure students who are not comfortable with ambient noise have access to noise cancelling headphones.
Environment
- Some students may become easily distracted or experience sensory overload due to the surrounding conversations. You could control for this by spacing students out in the environment.
- To foster a positive and encouraging environment, praise students during the activity to foster confidence.
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Social-Emotional
Teaching style
- Present the student ahead of time (e.g., at the beginning of the day) with information about the ‘stand and discuss’ activity planned for the day. For example, at roll time explain: “today, at 10am, we will be doing a ‘moving activity’ on something we have just learned”.
- Create a list on the board of recent lessons to help prompt students’ memory.
Rules and conditions of the task
- Consider getting pairs of students to do this activity throughout the day rather than all at once. This may help students feel more comfortable and less anxious about what they are asked to do.
- Allow students to find a space in the room they are comfortable in. This may help with students who become easily distracted around ambient noise.
- If a student does not wish to write their findings down, let them share them with you verbally.
Equipment
- This activity is likely to generate quite a bit of chatter about the room. Make sure students have access to noise reducing/cancelling headphones if needed.
Environment
- Some students may feel anxious about being too close to other students. To reduce this, please ensure students are spaced out throughout the room.
- Students may become distressed due to conversation, or general overwhelm from the activity. Ensure that the task is simple and clear. Always make sure there is a quiet space away from the activity where students can go and destress.